e-ISSN: 1698-7802
DOI prefix: 10.14516/fde
“Foro de Educación founded (2003) and directed (2003-till date) by José Luis Hernández Huerta, and published by FahrenHouse (2003-till date). FahrenHouse: Salamanca, España
What is the contribution of John Dewey about the teacher’s role in moral education?
DOI:
https://doi.org/10.14516/fde.510Keywords:
teacher, experience, method, moral education, societyAbstract
In Dewey’s educational conception the student is protagonist because learning requires as a condition the student’s interest. Nevertheless, the teacher’s role is not secondary because it consists in helping student to discover which his interests are and teaching him the method that is necessary to think about social reality. The Hegelian influence is observed in Dewey by his attempt of overcoming the dualisms epistemological, ontological and morally. The end of the society is the same that of the education and of every individual and consists in social improvement. Dewey does not accept that end is something external to the action, thus he identifies ends with means. This is only possible through of a method founded on the experience and that it culminates in the experience because the social improvement needs that the own social reality is the starting point. This method bases his pragmatism turning into action in instrumental as the way necessary for social reform. The teacher is responsible for moral education and he must achieve student thinks about social reality, looking for its improvement, and this makes meaning to character education.
References
Arthur, J. (2003). Education with Character. The moral economy of schooling. RoutledgeFalmer: London.
Cadrecha, M. A. (1990). John Dewey: Propuesta de un modelo educativo: I. Fundamentos. Aula Abierta, 55, 61-87.
Catalán, M. (1993). Cómo acaba con el fin último: John Dewey y los fines en perspectiva. Revista de filosofía, 6, 89-95.
Catalán, M. F. (1998). John Dewey: la falacia filosófica y la falacia analítica. In Casaban Moya, E., & Ferrando i Sanjuán, F. (Coord.), XIIè Congrés Valencià de Filosofía (pp. 77-87).
Catalán, M. (2001). Una presentación de John Dewey. Revista de filosofía, 22, 127-134.
Dewey, J. (1892). Green’s Theory of the Moral Motive. Philosophical Review, 1, 593-612.
Dewey, J. (1897). My Pedagogic Creed. School Journal, 54, 77-80.
Dewey, J. (1903). Ethical principles underlying education. Chicago: University of Chicago Press.
Dewey, J. (1904). The Relation of Theory to Practice in Education. In Third Yearbook of the National Society for the Scientific Study of Education (pp. 9-30). Chicago: University of Chicago Press.
Dewey, J. (1909). Moral Principles in Education. New York: Houghton Mifflin Company.
Dewey, J. (1910). How we think? Lexington, D.C.: Heath & Co., Publishers.
Dewey, J. (1913). The Problems of Value. Journal of Philosophy, Psychology and Scientific Methods, 10, 268-269.
Dewey, J. (1916). Democracy and Education. New York: Macmillan.
Dewey, J. (1932). Theory of the Moral Life. New York: Holt, Rinehart and Winston.
Dewey, J. (1938). Experience and Education. New York: Kappa Delta Pi.
Durkheim, E. (1975). Educación y sociología. Madrid: Península.
Guichot, V. (2013). La capacidad reflexiva, factor esencial de la identidad profesional del profesorado: reflexiones en torno a las propuestas de John Dewey y Martha Nussbaum. Cuestiones Pedagógicas, 22, 183-202.
Hirschberger, J. (1963). Historia de la filosofía. Barcelona: Herder.
Liu, X. (2014). The problem of character education and Kohlberg’s moral education: critique from Dewey’s Moral deliberation. Philosophical studies in education, 45, 136-145.
Morales, J. (2004). Dewey, moralista de acción. Athenea Digital, 5, 1-10 . Recuperado el 24 de enero de 2016, de http://www.raco.cat/index.php/Athenea/article/viewFile/40322/40726
Morán, J. G. (2009). John Dewey, individualismo y democracia. Foro interno, 9, 11-42.
Noddings, N. (2002). Educating Moral People. A caring alternative to character education. New York: Teachers College Press.
Polo, L. (2006). Ayudar a crecer. Cuestiones de la filosofía de la educación. Pamplona: Eunsa.
Ralston, S. J. (2010). Dewey’s Theory of Moral (and Political) Deliberation Unfiltered. Education and Culture, 26, 23-43.
Rorty, R. (1982). Consequences of Pragmatism. Minneapolis: University of Minnesota Press.
Santos, M. (2011). Limitaciones de la pedagogía de Dewey. Bordón, 63, 121-130.
Frankena, W. K. (1963). Ethics. Nueva Jersey: Englenwood Cliffs.
Vanderstraeten, R. (2002). Dewey’s Transactional Constructivism. Journal of Philosophy of Education, 36, 233-246.
Westbrook, R. B. (1993). John Dewey (1859-1952). Perspectivas: revista trimestral de educación comparada, 23(1-2), 289-305.
Zerpa, C. E. (2007). Tres teorías del desarrollo del juicio moral: Kohlberg, Rest, Lind. Implicaciones para la formación moral. Laurus, 13, 137-157.
Downloads
Published
2018-01-01
Issue
Section
Studies
How to Cite
What is the contribution of John Dewey about the teacher’s role in moral education?. (2018). Foro De Educación, 16(24), 125-140. https://doi.org/10.14516/fde.510
